The report explores the role of civil society in shaping educational change in Lebanon. Despite a vibrant civil society in Lebanon, education has seen limited mobilisation for reform, with teacher unions largely focusing on self-interest demands rather than broader educational reforms. While some civil society initiatives have engaged in the education sector, their influence on policy and systemic change has been minimal, often restricted by funding dynamics and political constraints.

The study aims to examine the role of civil society organisations (CSOs) and collectives in influencing education policy and reform in Lebanon, as part of a broader comparative study including Jordan and Palestine. Key research questions aim to unpack the forms of mobilisation, the actors involved, the evolution of agendas, and the factors shaping approaches to policy change.

The research employed a qualitative methodology, including mapping of 35 education- focused CSOs in Lebanon, from which 25 were selected for in-depth analysis. These organisations were categorised based on their activities into service providers, service- developmental, rights-based movements, professional associations, and developmental organisations. Interviews were conducted with representatives from these organisations, focusing on their approaches to change, theories of change, and relationships with policy actors.